The cloak of invisibility: Mind-reading, magic & other librarian superpowers
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Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
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The cloak of invisibility: Mind-reading, magic & other librarian superpowers
- 1. The Cloak of Invisibility Mind reading, magic & other librarian superpowers River of Knowledge - SLANZA 2019
- 4. What we set out to do
- 6. Questions Thinking about how you work with teachers / librarian at your school, what are the things that currently work well, and what factors support these successes? Thinking about how you work with teachers / librarian at your school, what are the areas for improvement, and what barriers make it harder to make those improvements?
- 7. Questions What services do the library and library services offer in your school? How do you perceive the role of the library in helping senior students develop information literacy skills?
- 9. Quote “The library/information centre represents the largest investment in teaching and learning resources in any school” (Selby, 2000)
- 10. Collaboration
- 11. The Evidence “co-teaching between a teacher and a librarian improved student learning outcomes from 50% to over 70%” (Loertscher, 2014)
- 12. Hypothesis Differences in attitudes and beliefs about how the library and IL relate may be inhibiting effective collaboration
- 13. Quote ‘We could do so much more – but no one ever asks.’ Librarians have so much capacity to contribute to student learning, but they are too often relegated to the tasks of teaching students to find information and issuing books.” (Emerson, 2017)
- 14. Quote “When librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving and ICT skills.” (IFLA, 1999)
- 16. What are your beliefs about the role of the library and IL in relation to the delivery of the curriculum?
- 17. What do you think teachers in your school believe about the role of the library and IL in relation to the delivery of the curriculum?
- 18. What is needed to bridge the gap? What have you tried? What has been successful? What have been the barriers?
- 19. Findings
- 20. Findings Teachers and librarians define library “success” differently
- 21. Findings Teachers and librarians perceive barriers to library engagement differently
- 22. Findings Teachers’ beliefs position the library and librarian as a supportive resource rather than as an integral part of teaching and learning culture
- 23. Conclusions
- 24. Quote “A systematic revision of how libraries are positioned, staffed and resourced in schools (is needed)” (Emerson, et.al, 2018)
- 25. Quote “Teachers primarily perceived libraries as useful, but under- resourced physical spaces, and librarians as support staff” (Emerson, et.al, 2018)
- 26. Next Steps
- 27. What might youdo next?
- 29. References & Further Reading https://informationliteracyspaces.wordpress.com/publications/ https://informationliteracyspaces.wordpress.com/presentations/ https://informationliteracyspaces.wordpress.com/blog/ https://informationliteracyspaces.wordpress.com/reflections/ https://informationliteracyspaces.wordpress.com/rauru- whakarere-evaluation-framework/
Notas do Editor
- Please ask questions as we go
- Two surveys in 2017 - 1 for teachers (69) & 1 for librarians (73) Two questions about how the school library and library services understood and positioned within senior secondary schools. Experienced teachers responded - mean working years of 17.7 with 55% English teachers Librarians also experienced 10 years with 70% having library qualifications Because the sample isn’t fully representable of all teachers and librarians - it provides only one piece of the equation.
- Information Literacy Rubric Two surveys in 2017 - 1 for teachers (69) & 1 for librarians (73) Two questions about how the school library and library services understood and positioned within senior secondary schools. Experienced teachers responded - mean working years of 17.7 with 55% English teachers Librarians also experienced 10 years with 70% having library qualifications Because the sample isn’t fully representable of all teachers and librarians - it provides only one piece of the equation. Collaborations between teachers and librarians Interviews of participating teaching and librarian staff - and students
- Just in time – one to one – one-off Planned – one to one – sustained Planned – two teachers/one librarian – inquiry Embedded – subject or department unit planning Embedded – whole school approach to skills delivery
- Despite this, school libraries across the globe are in decline
- The Library vs The Librarian - are these terms interchangeable? What do our teachers think? Do we need a physical library to work with teachers? Teacher and librarian beliefs - We need to be on the same page, There is significant differences with conflicting beliefs and attitudes
- Before we talk about our findings ….. In groups, talk about what YOU think
- Barriers: Time, Perception, Lack of visibility Opportunities: Shared understanding and beliefs
- Librarians focus on communication, building relationships and trust with specific teachers and departments - multi-factorial Teachers focussed on just two factors - resources (physical library space, computers, books, wifi, staffing and budget - and two - the attitude of the librarian towards students and staff
- Librarians listed multiple barriers and areas for improvement with a high level of frustration evident in their responses. Teachers by contrast showed little awareness of librarian frustrations. Over 60% saw the barrier being resources
- Librarians listed multiple barriers and areas for improvement with a high level of frustration evident in their responses. Teachers by contrast showed little awareness of librarian frustrations. Over 60% saw the barrier being resources
- Book: being published in 2020. Literacy Across the Divide: Information Literacy as the Key to Student Transition